CUSD Writing Rubric
Based on California ELA & Common Core Adjustments
Kindergarten
Below Basic
1
 Uses scribble (squiggle)
writing
 Strings letters together
 Writes only in initial
consonants
 Makes no attempt to
write
 Does not relate writing
to prompt
 Copies isolated words
 Not a complete
thought
Basic
2
 Writes a complete
thought
 May contain some
errors in capitalization /
punctuation
 Uses some phonetic
spelling and
relationships
 Uses left-right / topbottom progressions
 Is understood by the
reader
 Some response to the
prompt
Boldface indicates a Common Core adjustment to the current standard
Proficient
3
 Writes a minimum of
one correct sentence
 Uses correct
punctuation
 Uses appropriate
capitalization
 Uses legible
penmanship
 Uses proper spacing
between words
 Uses sound-symbol
relationships (phonetic
spelling)
 Spells 3 letter short
vowel words and
applies basic
knowledge
Advanced
4
 Writes two or more
varied sentences
related to the topic
 Uses descriptive words
or phrases
 Uses phonetic spelling
and standard spelling
for simple words
5.2.12kw
CUSD Writing Rubric
Based on California ELA & Common Core Adjustments
First Grade
Below Basic
1
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STRATEGIES &
APPLICATIONS
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Contains many errors in
capitalization, punctuation, grammar
and spelling (errors interfere with
reader’s understanding)
Handwriting may not be legible
Letters and words may not be
spaced or sized appropriately*
Poor line control*
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Some response to prompt
Focus may not be clear
Some evidence of organization and
sequencing
Sequence may not be logical
Uses few frequently occurring
adjectives
Uses few temporal words
May write the assertion and/or a
conclusion and fewer than 3 detailed
sentences
Writes simple sentences
Uses little sentence variation
Uses frame type sentences
Uses run-on or fragmented sentences
Contains many errors in capitalization,
punctuation, grammar and spelling (may
spell phonetic and grade-level sight
words incorrectly)
Handwriting is mostly legible
Some letters and words may not be
spaced or sized appropriately*
Line control may be poor*
CONVENTIONS

Poor response to prompt
No evidence of focus
Little evidence of organization and
sequencing of ideas
No use, or inappropriate use of
frequently occurring adjectives
No use, or inappropriate use of
temporal words
Writes words or phrases rather than
sentences
Basic
2
* Handwriting standard has been
removed from Common Core Standards
* Handwriting standard has been removed
from Common Core Standards
Boldface indicates a Common Core adjustment to the current standard
Proficient
3
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Advanced
4
Clear, coherent response to prompt
Maintains a consistent focus
Demonstrates ability to organize ideas
in a logical sequence
Uses some frequently occurring
adjectives
Writes the assertion, a conclusion and
at least 3 clear coherent sentences
Uses some sentence variation
Uses some complex/compound
sentences

Shows correct use of capitalization
(beginning of sentences, names of
people and dates)
 Shows correct use of end punctuation
 Uses commas in dates and to
separate single words in a series
 Shows correct use of grammar (use of
singular and plural nouns with
matching verbs, conjunctions,
frequently occurring prepositions,
and personal, possessive and
indefinite pronouns)
 Shows correct use of spelling (spells
most phonetic and grade-level sight
words correctly)
 Some errors
 Handwriting is mostly clear and
legible with appropriate spacing and
sizing of letters and words*
 Demonstrates line control most of
the time*
* Handwriting standard has been
removed from Common Core Standards
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Clear, well organized response to
prompt
Maintains a consistent focus
Demonstrates ability to organize ideas in
a logical sequence that includes a clear
beginning, middle, and end
Consistently uses frequently occurring
adjectives
Writes the assertion, a conclusion and at
least three clear, coherent sentences
using sentence, expansion, creativity
and imagination
Consistently shows correct use of
capitalization (beginning of sentences,
names of people and dates)
 Consistently shows correct use of end
punctuation
 Consistently uses commas in dates and
to separate single words in a series
 Consistently shows correct use of
grammar (use of singular and plural
nouns with matching verbs,
conjunctions, frequently occurring
prepositions, and personal, possessive
and indefinite pronouns).
 Consistently shows correct use of
spelling (phonetic and high-frequency
words)
 Almost completely free of errors
 Handwriting is consistently clear and
legible with appropriate spacing and
sizing of letters and words*
 Consistently demonstrates line control*
* Handwriting standard has been removed
from Common Core Standards
5.2.12kw
CUSD Writing Rubric
Based on California ELA & Common Core Adjustments
Second Grade
CONVENTIONS
STRATEGIES &
APPLICATIONS
Below Basic
1
Basic
2
 Lacks a clear assertion, conclusion
and details.
 Omits characters/ objects and
setting and events.
 No opinion is evident in
paragraph.
 Wanders off topic and does not
return.
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 Punctuation
 Uses periods, question marks,
exclamation marks, and commas,
BUT
incorrectly
.
 Many complete sentences.
 Spelling
 Many grade-level words
spelled correctly.
 Capitalization
 Few errors.
 Legibility
 Few words illegible
Punctuation
None
No complete sentences.
Spelling
Few words spelled correctly.
Capitalization
Many errors.
Legibility
Most words illegible.
Paragraph is not indented
Proficient
3
Lacks a clear assertion,
 Has a clear assertion, conclusion
conclusion or details.
and details.
 May lack setting and/or characters/  Describes setting,
objects and/or events.
character/objects, and events in
 States an opinion but lacks
detail.
support
and/or conclusion.
 States an opinion, supports it
and concludes with a
 Wanders back and forth from topic.
statement.
 Stays on topic.
Boldface indicates a Common Core adjustment to the current standard
 Punctuation
 Uses periods, question
marks, exclamation marks,
and commas
correctly.
 Uses complete sentences.
 Spelling
 Most grade-level words
spelled correctly.
 Capitalization
Uses capitals correctly:
1. Beginning of sentences
2. Proper nouns
3. Titles
4. Initials
 Legibility
Legible handwriting
Advanced
4
 Has strong assertion and
conclusion with specific details
and smooth
transitions
 Develops a setting,
character/objects, and events
with adjectives and verbs.
 States a strong opinion and
supplies reasons that support it
and a concluding statement.
 Never
strays from focus or topic.
Punctuation
 1.
Uses
descriptive
supporting
Uses periods, question
marks,
sentences.
exclamation marks, and
commas
 Elicits
feelings from the reader
correctly.
 Sentence variation, combination
and/or expanded sentences are
used.
 Complete sentences with
compound and/or complex
structure.
 Spelling
All grade-level words and many
above grade-level words spelled
correctly.
 Capitalization
Uses capitals correctly:
1. Beginning of sentences
2. Proper nouns
3. Titles
4. Initials
 Legibility
Superior handwriting
5.2.12kw
CUSD Writing Rubric
Based on California ELA & Common Core Adjustments
Third Grade
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Below Basic
Basic
Proficient
Advanced
1
2
3
4
Uses simplistic vocabulary
Uses no details
No consideration of prompt
No evidence of logical paragraph
plan
Lacks assertion and ideas are
disjointed
STRATEGIES &
APPLICATIONS
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Uses basic vocabulary
Uses minimal details
Some consideration of prompt
Some evidence of logical
paragraph plan
Suggests an assertion with limited
facts and details
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Uses appropriate vocabulary
Uses details, facts, and/or definitions
that support the assertion
Considers prompt
Logical paragraph plan
Uses temporal words and phrases to
signal event order
Related details are grouped
appropriately
Creates a paragraph that introduces a
topic with a clearly stated assertion
with supporting facts, details, or
definitions and a conclusion that
addresses the assertion
Sentences need to flow and make sense
with the rest of the paragraph
Uses linking words and phrases to
connect ideas within categories of
information
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CONVENTIONS
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Contains many errors in
capitalization, punctuation and
grammar (errors interfere with
reader’s understanding)
Has many incomplete sentences
Poor spelling
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Contains errors in capitalization,
punctuation and grammar
Has few incomplete sentences
Spells some words correctly
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Boldface indicates a Common Core adjustment to the current standard
Shows correct use of punctuation,
capitalization, and grammar most
of the time
Uses simple verb tenses
appropriately
Shows subject-verb agreement
Indents assertion
Complete sentences, some
containing compound and/or
complex structure
Spells grade-level words correctly
Standard margins (fill in the lines)
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Uses advanced vocabulary
Uses vivid details
Clearly addresses prompt
Well developed plan
Paragraph has a clearly stated assertion with
many supporting facts and details and a
strong conclusion
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Consistently shows correct use of
punctuation (.?,!)
Contains few, if any, errors in
capitalization, punctuation and grammar
Complete sentences with compound
and/or complex structure
Spells most words correctly
5.2.12kw
CUSD Writing Rubric
Based on California ELA & Common Core Adjustments
Fourth Grade
Below Basic
1

STRATEGIES &
APPLICATIONS
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
CONVENTIONS
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Basic
2
Addresses only one part of the writing
task
Demonstrates no understanding of
purpose
Lacks a clear point of view, focus,
and/or organizational structure
Lacks a central idea but may contain
marginally related facts, details, and/or
explanations
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Contains serious errors in the
conventions of the English language
(grammar, punctuation, capitalization,
spelling)
Errors interfere with the reader’s
understanding of the writing
Includes no sentence variety
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Addresses only parts of the writing task
Demonstrates little understanding of
purpose
Maintains an inconsistent point of
view, focus, and/or organizational
structure
Suggests a central idea with limited
facts, details and/or explanations
Contains several errors in the
conventions of the English language
(grammar, punctuation, capitalization,
spelling)
Errors may interfere with the reader’s
understanding of the writing
Includes little variety in sentence types
Proficient
3
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Advanced
4
Addresses all parts of the writing task
Demonstrates a general understanding
of purpose, task and audience.
Maintains a mostly consistent point of
view, focus, and organizational
structure, including paragraphing when
appropriate
Presents a central idea with mostly
relevant facts, details, and/or
explanations
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Contains some errors in the
conventions of the English language
(grammar, punctuation, capitalization,
spelling)
Errors do not interfere with the
reader’s understanding of the writing
Includes a variety of sentence types
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Clearly addresses all parts of the
writing task
Demonstrates clear, coherent writing
appropriate to task, purpose and
audience
Maintains a consistent point of view,
focus, and organizational structure,
including paragraphing when
appropriate
Includes a clearly presented central
idea with relevant facts, details, and /or
explanations
Contains few, if any, errors in the
conventions of the English language
(grammar, punctuation, capitalization,
spelling)
Errors do not interfere with the
reader’s understanding of the writing
Includes a variety of sentence types,
with no run-ons or fragmented
sentences
See next page for rubrics that apply to specific genres
Boldface indicates a Common Core adjustment to the current standard
5.2.12kw
CUSD Writing Rubric
Based on California ELA & Common Core Adjustments
Fourth Grade
Below Basic
1
Basic
2
Proficient
3
Advanced
4
NARRATIVE
NARRATIVE
NARRATIVE
NARRATIVE
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Lacks a sequence of events to relate
ideas, observations, and/or
memories
Lacks descriptive language and
sensory details that enable the
reader to visualize the events or
experiences
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Provides a minimally developed
sequence of events to relate ideas,
observations, and/or memories
Includes limited descriptive language
and sensory details that enable the
reader to visualize the events or
experiences

Provides an adequately developed
sequence of significant events to
relate ideas, observations, and/or
memories
Includes some descriptive language,
and sensory details that enable the
reader to visualize the events or
experiences

Provides a thoroughly developed
sequence of significant events to
relate ideas, observations, and/or
memories
Includes vivid descriptive details,
and provides insight into why the
incident is memorable. Dialogue
and descriptions may show
response of characters to situations.
SUMMARY
SUMMARY
SUMMARY
SUMMARY
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Is characterized by substantial
copying of indiscriminately selected
phrases or sentences
RESPONSE TO LITERATURE
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Demonstrates little understanding of
the literary work
Fails to provide support for
judgments
Is characterized by substantial
copying of key phrases and minimal
paraphrasing
RESPONSE TO LITERATURE
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Demonstrates a limited
understanding of the literary work
Provides weak support for
judgments
Boldface indicates a Common Core adjustment to the current standard
Is characterized by paraphrasing of
the main idea(s) and includes some
details
RESPONSE TO LITERATURE
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Demonstrates an understanding of
the literary work
Provides some evidence from text
to support analysis, reflection and
research.
Is characterized by paraphrasing of
the main idea(s) and significant
details.
RESPONSE TO LITERATURE
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Demonstrates a clear understanding
of the literary work
Provides evidence from literary text
to support analysis, reflection and
research.
5.2.12kw
CUSD Writing Rubric
Based on California ELA & Common Core Adjustments
CONVENTIONS
STRATEGIES &
APPLICATIONS
Fifth Grade
Below Basic
Basic
Proficient
Advanced
1
2
3
4
 Addresses only one part of the
writing task
 Demonstrates no
understanding of purpose
 Lacks a clear point of view, focus,
and/or organizational structure
 Lacks a central idea but may
contain marginally related
facts, details, and/or
explanations
 Addresses only parts of the
writing task
 Demonstrates little
understanding of purpose
 Maintains an inconsistent point
of view, focus, and/or
organizational structure
 Suggests a central idea with
limited facts, details and/or
explanations
 Addresses all parts of the
writing task
 Demonstrates a general
understanding of purpose
 Maintains a mostly consistent point
of view, focus, and organizational
structure, including paragraphing
when appropriate
 Presents a central idea with mostly
relevant facts, details,
and/or explanations
 Clearly addresses all parts of the
writing task
 Demonstrates a clear
understanding of purpose
 Maintains a consistent point of
view, focus, and organizational
structure, including paragraphing
when appropriate
 Includes a clearly presented
central idea with relevant
facts, details, and /or
explanations
 Contains serious errors in the
conventions of the English
language (grammar,
punctuation, capitalization,
spelling)
 Errors interfere with the reader’s
understanding of the
writing
 Includes no sentence variety
 Contains several errors in the
conventions of the English
language (grammar,
punctuation, capitalization,
spelling)
 Errors may interfere with the
reader’s understanding of the
writing
 Includes little variety in
sentence types
 Contains some errors in the
conventions of the English
language (grammar,
punctuation, capitalization,
spelling)
 Errors do not interfere with the
reader’s understanding of
the writing
 Includes a variety of sentence types
 Contains few, if any, errors in the
conventions of the
English language (grammar,
punctuation, capitalization,
spelling)
 Errors do not interfere with the
reader’s understanding of
the writing
 Includes a variety of sentence types,
with no run-ons or fragmented
sentences
Boldface indicates a Common Core adjustment to the current standard
5.2.12kw
CUSD Writing Rubric
Based on California ELA & Common Core Adjustments
Fifth Grade
Essay Writing
Below Basic
Basic
CONVENTIONS
STRATEGIES &
APPLICATIONS
1
 Attempts to write to a topic
 Lacks details and/or evidence to
support proposal or position
 Uses poor or confused
organizational pattern
 Does not link one paragraph to
another
 Does not write a concluding
paragraph
 Uses simplistic vocabulary
 Information for clarity missing
 Vague or nonexistent point of view
 Uses incomplete or confused
sentence structure
 Frequently misuses verbs
 Uses incorrect capitalization,
punctuation, and/or spelling which
distracts reader
 These errors interfere with the
reader’s understanding of the
writing and has no flow
 May write illegibly
2
 Writes a multi-paragraph
composition to a topic
 Uses minimal evidence and detail to
support a position
 Generally organizes information
sequentially
 Uses minimal transitional words or
phrases
 Includes a concluding paragraph that
does not adequately summarize
important ideals and details
 Uses basic vocabulary
 Rarely anticipates reader concerns
 Uses point of view with little
support
 Uses mainly simple and compound
sentences
 May show some confusion with
subject /verb agreement, correct
verb tense
 Makes some errors in capitalization,
punctuation, and spelling of high
frequency words
 These errors interfere with the
reader’s understanding of the
writing and has little or no flow
 Writes legibly
Boldface indicates a Common Core adjustment to the current standard
Proficient
3
 Writes a multi-paragraph composition
with indentation on a
topic
 States a clear position in support of a
proposal with relevant evidence and
detail in subsequent paragraphs
 Overall organizes composition
sequentially
 Uses transitional words or phrases
that clearly link one paragraph to
another
 Includes a concluding paragraph that
summarizes important ideas and
details
 Uses appropriate vocabulary
 Addresses reader concerns and is
aware of audience and purpose
 Supports point of view with details
 Uses compound and complex
sentence structures
 Uses prepositional phrases,
transitions, and conjunctions
correctly
 Uses regular and irregular verbs
 Uses correct capitalization, grammar,
punctuation, and spelling
 These errors do not interfere with the
flow and focus of the prompt
 Writes legibly
Advanced
4
 Writes a convincing multiparagraph composition with
indentation on a topic
 Fully develops a position in support of a
proposal
 Follows a clear sophisticated
organizational pattern
 Has smooth transitions between
paragraphs
 Concludes with a detailed summary
linked to the purpose
 Uses advanced vocabulary
 Addresses reader’s concerns and may
address opposing viewpoints or
counter-arguments
 Clearly develops point of view
 Exceptional expression and voice that
connects with the reader
 Uses varied and sophisticated
sentence structures
 Uses prepositional phrases,
appositions, transitions,
independent/dependent clauses and
conjunctions to elaborate ideas
 Uses correct grammar,
capitalization, and punctuation
throughout paper
 These errors do not interfere with
flow and focus of the prompt
 Uses correct spelling throughout
paper
 Writes legibly
5.2.12kw